Submitted by KELLI MILENI VOLTERO (kelli_mileni@hotmail.com) on 2018-09-04T01:11:58Z No. of bitstreams: 1 DISSERTAÇÃO_Os conflitos de uma professora de língua portuguesa em início de carreira pública reconfigurados em duas entrevistas.pdf: 2071150 bytes, checksum: eff719632030c8597c272c1434b078e0 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-09-04T14:49:05Z (GMT) No. of bitstreams: 1 voltero_km_me_sjrp.pdf: 2071150 bytes, checksum: eff719632030c8597c272c1434b078e0 (MD5) / Made available in DSpace on 2018-09-04T14:49:06Z (GMT). No. of bitstreams: 1 voltero_km_me_sjrp.pdf: 2071150 bytes, checksum: eff719632030c8597c272c1434b078e0 (MD5) Previous issue date: 2018-08-17 / Para contribuir com as pesquisas voltadas ao trabalho docente, o objetivo deste estudo é identificar, por meio da análise textual de duas entrevistas – uma de autoconfrontação simples e outra de instrução ao sósia –, os conflitos emergentes no exercício profissional de uma professora em início de carreira pública a fim de verificar em que medida esses conflitos interferem no seu agir. Os textos analisados fazem parte do acervo de dados do projeto de ensino e intervenção intitulado “Da formação continuada à formação inicial: uma intervenção no ensino (da gramática) da Língua Portuguesa” (ABREU-TARDELLI, 2014, 2015). Para a compreensão das relações entre linguagem e trabalho docente, Machado (2004) propõe uma perspectiva interdisciplinar, considerando, além do quadro teórico-metodológico do Interacionismo Sociodiscursivo, as contribuições relevantes da Ergonomia da Atividade Francesa e da Clínica da Atividade. Assim, os principais aportes teóricos-metodológicos que embasam esse estudo são: o Interacionismo Sociodiscursivo (BRONCKART, 2006, 1999/2007, 2008, BRONCKART; MACHADO, 2004, MACHADO; BRONCKART, 2009); a Ergonomia da Atividade (SAUJAT, 2004; FAÏTA, 2004; AMIGUES, 2004) e a Clínica da Atividade (CLOT, 2006a, 2010), e também, a teoria Polifônica da Enunciação (DUCROT, 1987), que assume a possibilidade de um enunciado abranger diferentes vozes e seus posicionamentos. Em relação à delimitação dos dados, foram pautados dois critérios: (i) a escolha de pesquisar a docente em início de carreira pública, por não conhecer ainda muito bem o contexto como trabalhadora; (ii) e as entrevistas de autoconfrontação simples e de instrução ao sósia são as que mais proporcionaram a verbalização de ações e problemáticas da docente iniciante. Por meio dos procedimentos de análise do Interacionismo Sociodiscursivo: contexto de produção, os níveis organizacional, enunciativo e semântico e da teoria Polifônica da Enunciação, foi interpretado os elementos do agir docente e seus conflitos, tais como o (não) trabalho coletivo, as responsabilidades, intenções assumidas pelos personagens e vozes no texto, os instrumentos e artefatos utilizados pela docente. As análises das entrevistas revelaram, por meio da atividade realizada e do real da atividade, que a docente em início de carreira pública apresentou várias situações que evidenciaram conflitos em situação de trabalho, tais como a indisciplina e o desinteresse dos alunos, a conformidade dos colegas de trabalho em relação às situações vivenciadas no contexto educacional, o fingimento de produtividade de professores e alunos, a designação do retorno à sede, a atribuição de notas, a impossibilidade de usar o livro didático, a influência da apostila para o ensino de gramática tradicional. / In order to contribute to the researches related to the teacher’s work, the objective of this paper is to identify emerging conflicts of a teacher in the beginning of her career in the public service and how these conflicts influence her action. This goal is achieved by means of textual analysis of two interviews one being simple selfconfrontation and the other being instruction to the double. The analyzed texts were collected of the teaching and intervention project “From continuing training to initial training: an intervention in teaching (of grammar) of the Portuguese language” (ABREU-TARDELLI, 2014, 2015). To understand the relationship between language and teaching work, Machado (2004) proposes an interdisciplinary perspective that includes the theoretical-methodological framework of Sociodiscursive Interactionism, the relevant contributions of the French Activity Ergonomy and of the Clinic of Activity. Thus the main theoretical-methodological contributions this study is based are: the Sociodiscursive Interactionism (BRONCKART, 2006, 1999/2007, 2008; BRONCKART; MACHADO, 2004; MACHADO; BRONCKART, 2009); French Activity Ergonomics (SAUJAT, 2004; AMIGUES, 2004; FAÏTA, 2004) and Clinic of Activity (CLOT, 2006a, 2010), and also of Polyphonic theory of Enunciation (DUCROT, 1987), which proposes the possibility of an utterance to have different voices and their positions. As regards the delimitation of data, it was guided by two parameters: (i) the choice to research the teacher beginning her career public service, because she doesn’t know the context very well as a worker; (ii) and the interviews of simple self-confrontation and of instruction to the double are the ones that most provided the verbalization of actions and problems of the teacher. By means of the analysis procedures of Sociodiscursive Interactionism: production context, the organizational, enunciative and semantic levels and Polyphonic theory of Enunciation, was interpreted the elements of teacher action and her conflicts, such as the (not) collective work, the responsibilities, intentions assumed by the characters and voices, the instruments and artifact used by the teacher. The interviews revealed by means of activity performed and real activity that the teacher beginning of a public career focus several conflicts in her work situation, such as students’ disinterest and indiscipline, co-worker’s compliance regarding to situations experienced in the educational context, teachers’ and students’ deceiving productivity, designation to return to the school main branch, grades attribution, the impossibility of using the text book, the influence of the “handout” for the teaching of traditional grammar.

Philosophiae Doctor - PhD (Education) / The National Policy Framework for Teacher Education and Development in South Africa of 2006 (NPF) outlines seven principles which underpin this policy as expressed in the Norms and Standards for Educators (2000). These principles require a teacher to be: a specialist in a particular learning area, subject or phase; a specialist in teaching, learning and assessment; a curriculum developer; a leader, administrator and manager; a scholar and lifelong learner; and a professional who plays a role in community development, citizenship education, and pastoral care. Beginner teachers have difficulty adapting to these new roles as they have not had efficient exposure to the actual, often harsh realities of the classroom situation as it unfolds on a daily basis. A qualitative research approach is employed in the research study to explore beginner teachers' perceptions of school support to enhance their capability sets in relation to teacher education policy. Generally, a qualitative study lends itself to developing an understanding of a particular phenomenon of interest without formulating a hypothesis. In this explorative study, the investigation was underpinned by the elements of Amartya Sen's Capability Approach which include "Freedoms", "Unfreedoms", "Capabilities" and "Functionings" (Sen 1992). These elements were used to understand the nature of beginner teachers' competences and the impact of policy on their performance. In this regard, the achievement of quality learning outcomes concerning the basic competences of beginner teachers could be linked to Sen's vision for reaching achieved functionings (those valuable activities and situations that make up a person's well-being, which is also referred to as that which a person ultimately manages "to be and to do").

Made available in DSpace on 2016-06-02T19:39:40Z (GMT). No. of bitstreams: 1 5778.pdf: 926403 bytes, checksum: 9c7a3237bbcb5aac4628ed7b72b65be2 (MD5) Previous issue date: 2014-02-12 / This research aims to understand which the perceptions and senses attributed by beginner teachers developing their professional career in school organizations are. The research was conducted in Hortolândia city, in São Paulo, and therefore, it was made interviews with teachers belonging to the municipal public schools network of the pictured locality. It is considered that the beginning stage of teaching is a specific moment in educators career, since it is a period that involves adversities, doubts and joy. Therefore, this concerning moment in beginner teachers career must be taken into consideration, offering support to the initial journey of teaching. Through data collection and their analyses, this work reports the necessities of the beginner teachers, as well as their educational experiences. The adopted methodology involves the interviews content analysis, that is, it was considered the speech and the narrative offered by the beginner teachers. In that sense, it is important to stand out the relation between the beginner teachers aspirations and the support offered in the educational environment. The presented study seeks to reveal the importance of focusing on the initial stage of teaching, on building new postures and on attitudes that meet the perceptions of the beginner teacher. / A presente pesquisa tem o objetivo de compreender quais são as percepções e os sentidos atribuídos por docentes iniciantes em carreira no campo das organizações escolares em que desenvolvem sua atividade profissional. O município de Hortolândia-SP foi escolhido para a construção deste estudo, e, para tanto, foram realizadas entrevistas com professoras pertencentes à rede de escolas públicas municipais da localidade retratada. Parte-se do princípio de que a etapa inicial da docência é um momento específico na carreira do educador, já que é um período de articulação de adversidades, dúvidas e alegrias. Portanto, faz-se necessário atentar para esse momento que envolve a vida dos professores, buscando oferecer auxílio para a jornada inicial do ato de lecionar. Por meio da coleta de dados construíram-se análises e são compartilhadas as necessidades dos professores iniciantes, bem como suas experiências educacionais. A metodologia utilizada envolveu a análise do conteúdo das entrevistas, ou seja, foram consideradas as falas e as narrativas oferecidas pelas professoras iniciantes. Nesse sentido, ressalta-se a importância de considerar a relação entre os desejos de professores ingressantes e a forma de apoio oferecida pelos sujeitos do ambiente escolar. O estudo apresentado busca ser um revelador da importância de focalização na etapa inicial da docência, no estímulo de edificação de novas posturas e atitudes que venham ao encontro das percepções de um professor ingressante.

Made available in DSpace on 2016-06-02T19:39:56Z (GMT). No. of bitstreams: 1 DissSVP.pdf: 1099911 bytes, checksum: f017a247dc16773c9a965dff63383bf0 (MD5) Previous issue date: 2004-04-30 / Financiadora de Estudos e Projetos / The present work called The Beginning of Teaching Profession according to Ending Career Professors , has the aim to investigate the following inquiring question: What are the aspects that Elementary School first to fourth grade teachers at the end of their career remember from their initial professional course process of becoming a teacher? The theoretical reference used has involved studies about the construction of teacher career beginning, the professorship professional development, and learning by experience. The initial phase of the career is extremely important because it is the moment that the teaching bases are constructed. At this phase have occurred rare instants in teachers life becoming unique and transitory for them. It is a stage marked by the professor s attempts and mistakes, when the feelings of survival and discovery have appeared. The professional development of teachership involves personal growth dimensions, professionalism, and socialization. The teaching learning by experiences valorizes the practice in the classroom, and the experiences that are fundamental to the process of being teachers. In order to accomplish this research we counted with the participation of six educators that work in Public State Schools at least twenty-one years, that is considered the end of the career. The data were collected from semi-structured interviews made with teachers, and literally transcribed later. After these the statements were grouped for analysis according its similarities and discrepancies. The results obtained in this research indicate that: the beginning of the career is really, like shown in the literature, a difficult moment, with a lot of newness, conflicts, expectatives, rare episodes, and sometimes, the reality shock . The career maturity is related to the life experiences and personal route of each teacher, and the data have shown that the educators valorize the professional learning by experience as fundamental to the process of becoming professors. The reflection is seen like an important link between the acquired theories in the initial professional formation and the classroom practice. / O presente trabalho, intitulado O início da docência segundo a visão de professoras em final de carreira , tem como objetivo investigar a seguinte questão de pesquisa: Que aspectos professoras de primeira a quarta séries do ensino fundamental em final de carreira rememoram se sua trajetória profissional, e mais especificamente, de seus processos iniciais de aprender a ser professoras? O referencial teórico utilizado envolve estudos sobre a construção do início da carreira docente, o desenvolvimento profissional da docência e a aprendizagem pela experiência. O início da carreira docente é visto como uma fase extremamente importante, pois é nela que se configuram as bases para a construção da carreira docente. Nela ocorrem momentos inusitados na vida dos professores, caracterizando-se como um momento único e de transição na vida dos principiantes. É uma fase marcada por momentos de tentativas e erros , em que aparecem os sentimentos de sobrevivência e de descoberta. O desenvolvimento profissional da docência engloba dimensões do desenvolvimento pessoal, da profissionalização e da socialização profissional. A aprendizagem da docência pela experiência valoriza a prática na sala de aula e as experiências que têm como fundamentais ao processo de se tornarem professores. Participaram da pesquisa seis professoras que trabalham na rede estadual de ensino, há pelo menos vinte e um anos, o que a literatura considera como final de carreira. Os dados foram coletados a partir de entrevistas semi-estruturadas com as professoras e transcritas de forma literal posteriormente. A partir deste momento foram agrupados de acordo com suas semelhanças e discrepâncias os depoimentos para análise. Os resultados obtidos nessa pesquisa indicam que: o início da carreira é realmente, como mostra a literatura, um momento difícil, de muitas novidades, conflitos, marcado por expectativas, momentos inusitados e, às vezes, pelo choque da realidade ; o desenvolvimento da carreira está relacionado com as experiências de vida e com a trajetória pessoal de cada professora; as professoras valorizam a aprendizagem profissional pela experiência como fundamental ao processo de se tornarem professoras. A reflexão é vista como um importante elo de ligação entre as teorias adquiridas na formação inicial e a prática na sala de aula.

Svensk skola drabbas hårt av lärarbristen och ett av bidragande underliggande problemen är svårigheter kring att behålla nyutexaminerade lärare inom yrket. Forskning visar att den första tiden i yrket är ett känsligt skede och att det är av yttersta vikt att stötta den nyutexaminerade läraren i processen att gå från ny till mer etablerade lärare. Omfattande studier finns kring det glapp mellan teori och praktik som råder mellan lärarutbildning och yrkesliv samt kring socialiseringsprocessen för den nyblivna läraren. Ämnet idrott och hälsa är ett ämne med egna utmaningar, undervisning i och bedömning av motoriska förmågor innebär att läraren i idrott och hälsa har ett uppdrag som särskiljer sig till viss del från andra ämneslärare. För att bidra till att belysa framgångsfaktorer och svårigheter under processen i att utvecklas från nyutexaminerad till etablerad lärare i idrott och hälsa i Sverige gjordes åtta semistrukturerade intervjuer kring upplevelsen av den första tiden inom yrket. Resultatet visade på att såväl framgångsfaktorer och svårigheter kan härledas till olika dimensioner av utveckling. De nyutexaminerade lärarna i idrott och hälsa beskrev en utveckling där det kollegiala stödet och mötet med eleverna lägger grunden till positiv utveckling medan avsaknad av introduktion, egna förväntningar på sig själv, bedömning, hög arbetsbelastning, en komplex lärarroll och andras förväntningar på ämnet utgör svårigheter. Endast en av respondenterna hade under sin första tid haft ett organiserat stöd genom ett introduktionsprogram med mentorskap. Resultatet kategoriserades och analyserades utifrån en utvecklingsmodell av Vonk där den nyblivne lärarens utveckling beskrivs i tre olika dimensioner; personlig utveckling, professionell utveckling och ekologisk utveckling.Nyckelord: beginner

The diploma thesis comparing the level of physical abilities and basketball skills of girls in basketball and basketball outfits in Prague and abroad outlines a short history of both world and Czech basketball, the current organization of basketball in the Czech Republic, age specificities of children aged 11, stage of sports training in basketball, Ability. The practical part deals with the question of the level of motor skills of girls at the age of 11, the question of the level of basketball skills of girls at the age of 11 in basketball preparations in Prague and out-of-basket basketball preparations. The aim of this diploma thesis is to determine whether the level of physical fitness of Prague and non-Prague basketball products is the same and whether the level of basketball skills of out-of-basket basketball products is lower than that of basketball products in Prague. All measured values are analyzed using mathematical-statistical methods. I used the UNIFITTEST test battery to test my physical abilities. Based on measured results, I compiled tables and charts. The results confirm that MBP and PBP's abilities are identical and that the level of basketball skills is slightly higher for MBP than for MBP. KEYWORDS Physical skills, basketball skills, basketball history, basketball organization...

Syftet med studien var att beskriva nyutexaminerade IVA-sjuksköterskors upplevelse av sin nya yrkesroll. Studien genomfördes med en kvalitativ ansats och intervju valdes som datainsamlingsmetod. Intervjumaterialet bearbetades i enlighet med Graneheim och Lundmans (2004) modell för textanalys. Resultatet redovisas i fyra kategorier och tio underkategorier. Kategorierna var känslor i början, känslor nu, kunskap i början och kunskap nu. Resultatet visade uttryck för otrygghet, oduglighet, tvivel inför den nya yrkesrollen, upplevelse av stress och brist på erfarenhet, framför allt i att hantera respirator, mediciner och anhöriga. De ställdes krav på att skaffa sig reell kompetens. Deltagarna uttryckte vilja och öppenhet att lära sig. Efter några månader i yrket upplevde deltagarna att deras erfarenhet och kunskap hade blivit bättre. De kände sig tryggare, modigare och hade fått bättre självförtroende. De blev duktigare på att hantera mediciner, respiratorer och deras förståelse för anhöriga hade ökat. Trots att deltagarna utveckling var markant i resultatet är de fortfarande under utvecklingsprocess. / The purpose of this study was to describe newly graduated Intensive Care nurses´ perception of their new professional role. This study was conducted with a qualitative approach and interview was chosen as the data collection method. Interview material was processed in accordance with Graneheim and Lundman´s (2004) model of text analysis. The results are reported in four categories and ten sub- categories. The main categories were feelings in the beginning, now feelings, knowledge in the beginning and now knowledge. The results showed in terms of insecurity, incompetence, doubt about the new professional role, experience of stress and lack of experience, particularly in dealing with respiratory, medications and family.  They were required to acquire real skills. The participants expressed the willingness and openness to learn. After some months of work the participants felt that their experience and knowledge had improved. They felt more confident, braver and had more self-confidence. They became better at managing medications, ventilators and their understanding of families had increased. Despite participants’ development was present in the results, they are still under development. / <p>Författarens engelska titel: Newly gratuated intensive care nurses´perception of their new profesional role</p>

Comprehensive Musicianship (CM) is a philosophy that developed in the 1960s to encourage the study of contemporary music and student creativity. It expanded in the 1970s to describe the interdisciplinary study of music. Its goal was to encourage teachers to go beyond technical and performance aspects of music and start integrating theory, history, composition, improvisation and aural skills instruction to their curriculums. However, while CM has had a strong influence on many music programs, it is not clear whether this trend has influenced the field of private piano instruction, and whether CM elements have been included and integrated in beginner piano method books. To address this question, categories that constitute the core elements of CM were selected to conduct a content analysis of 12 piano method series. Analysis showed that the focus tends to be on aural skills (as teacher duets), and theory, with a noticeable lack of the more creative activities of improvisation and composition.

Beginner teachers’ identities are formed by past school experiences, the ideas, and approaches promoted by their teacher education programmes and an ideal of teachers they hope to become (Beauchamp and Thomas, 2011; Anspal, Eisenschmidt and Löfström, 2012). The focus of this study was to understand the possible influence of two different teacher education programmes on beginner teacher identity and the forming thereof during the early years of teaching. This study was underpinned by an Interpretivist epistemological paradigm, in line with the reiterative process of understanding which marks the fluid progressions of beginner teachers’ identities. The conceptual lens employed in this study consisted of the Possible Selves Theory (Markus and Nurius, 1986), combined with the metaphorical use of “threads”. This study employed a qualitative methodological paradigm, with a comparative case study as research design (Zartman and Goodrick, 2005). Participants were selected by purposive sampling and involved six beginner teachers within their first three years of teaching; three from each teacher education programme (full-time and part-time). Selection criteria stipulated participants had to be within their first three years of teaching, have graduated from either a full-time or part-time teacher education programme, and that part-time participants had to be employed full-time at a school while studying to be selected. Data collection methods comprised of semi-structured interviews, researcher’s journal and field notes. The process of data analysis was guided by thematic content analysis. Findings from this study attest that beginner teacher identities are unstable; classroom reality differs vastly from teacher education programme curricula; and teaching practice plays a significant role in the preparation of student teachers. The main finding of this study was that full-time participants only comprehended the reality of teaching once full-time employment commenced, compared to part-time participants who realised the realities of teaching considerably earlier. Recommendations were made regarding practice, policy, and future research. / Dissertation (MEd)--University of Pretoria, 2019. / Humanities Education / MEd / Unrestricted

For many piano teachers, developing proficient reading skills in their young beginner students is one of the important aspects of weekly lessons yet it can also be one of the most frustrating tasks to undertake. To assist in this process, teachers look to method books to provide structure and an approach to music reading. Two reading approaches are prevalent in the current marketplace and widely used by teachers; the mixed intervallic approach and the middle C approach. The mixed intervallic approach, which stresses reading by interval, pattern and direction, is favoured and endorsed by current pedagogy and is adopted by many method books. This study compared the reading skills of young beginner piano students (ages 7-11) using either the mixed intervallic approach or the middle C approach to see which approach produced more reliable reading skills. Participants performed several music reading tasks to test keyboard identification (verbal), note identification in treble and bass clef (verbal), single note identification in C and G position (playing), broken and solid intervals in C and G position (playing), 3 note patterns and non-patterns in C and G position (playing), and sight reading. I hypothesized that the middle C students would perform better at single note identification while the mixed intervallic students would perform better in interval recognition, pattern recognition and sight reading. The results showed that the middle C students outperformed the mixed intervallic students in all tests except for keyboard identification and 3 note patterns in G position. These findings are surprising as they may indicate that the middle C approach, which is often criticized, is generating reliable reading skills among beginner piano students.